Channing Bennett: 2006 NC Teaching Fellow
Posted January 25, 2019 5:00 a.m. EST
Updated January 25, 2019 5:48 a.m. EST
This interview was conducted by email as part of a series on teacher diversity in North Carolina.
- Read the full series: NC's teacher diversity gap
- Read more interviews with other North Carolina Teaching Fellows
What years were you a Teaching Fellow, and what college did you attend?
2006-2010. I attended The University of North Carolina at Chapel Hill
Why did you apply to be a Teaching Fellow, and how did the program affect your life?
I enjoyed supporting a local elementary school through my high school JROTC program. I also participated in a teacher cadet class which further confirmed my drive to want to become a teacher.
The program provided me with the ability to have yearly experiences which expanded my horizons. I was able to meet great leaders in education, travel to other states and districts to see how different districts operate to meet student needs.
What have you done since college, and what are you doing now?
I was a middle school science teacher from 2010 to 2015 and an instructional technology facilitator from 2015 to 2016. I am currently an elementary assistant principal.
Why have you stayed in (or left) teaching?
I have enjoyed getting to play a positive role in educating and shaping the lives of students. I have also had a number of mentors who have identified and cultivated the skills and talents that they saw within me. My PLC partners and administrators also provided me with a variety of leadership
What advice do you have for colleges hoping to recruit more people of color and men to study teaching?
Programs such as the NC Teaching Fellows program provide an incentive for students to pursue education. I also think it is important to embed experiences that expose students to a variety of settings and opportunities in education.
What advice do you have for schools hoping to retain people of color and men as teachers?
It is important for staff to feel supported. This includes classroom placements that best match teacher strengths, assigning complementary mentors and consistently looking for opportunities to grow staff.